Influence Of Learning Strategies Research Articles

Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students

To learn and comprehend the large amount of information in gross anatomy, undergraduate students must self-regulate their learning to be properly prepared for the exams within the available time. Even though there are many studies on learning strategies and their influence on test results and motivation, the aim of this study is to investigate characteristics of learning strategies in detail and in relation to the anatomy course of first semester students and how their use is related to anatomy test performance. For assessing the learning strategies, we used the short version of the questionnaire “Learning Strategies of University Students” (LIST-K) (Klingsieck, 2018). Further, we investigated potential influences of motivation and resources used during the self-regulated learning process. The participants in this study (N = 108) filled in the above-mentioned questionnaire LIST-K and a written multiple-choice anatomy test. A k-means cluster analysis revealed three groups of students differing in their self-reported use of learning strategies. Students used either (1) predominantly metacognitive and resource-related strategies, (2) predominantly cognitive strategies, or (3) no specific learning strategies at all. We found no significant overall relationships between the use of learning strategies and test performance. A stepwise linear regression identified the use of cognitive learning strategies (β =.269) as a significant predictor for test performance (R² =.149, p =.003), possibly as these specific learning strategies help with a systematic and effective approach while studying anatomy and retrieving large amount of memorized information. Further, motivation was identified as a negative predictor (β = −.277), which might be a result of the short time periods students have to study for exams. Overall findings underline the importance of self-regulated learning as a positive predictor for academic performance. By understanding these factors, a more student-centered approach could be adopted by educators to improve medical education and equip students with valuable approaches for their continuous education, even beyond university.

The Influence of Learning Strategy on the English Oral Proficiency of English Majors under the Background of Media Convergence

With the gradual development of information and media technologies, more and more tools are available in the process of language learning. In this context, the impact of the use of learning strategies on the spoken English proficiency of English majors has received widespread attention. In this study, the use of metacognitive, cognitive, and social-emotional strategies on the learning strategies of oral English was studied through questionnaires and oral English proficiency tests. The results show that the frequency of use of different learning strategies is significantly positively correlated with the oral English level of English majors in the context of media integration, that is, the use of learning strategies has a positive effect on the improvement of English-speaking level of English majors.

Influence of Learning Strategies in The Learning of ESL

Influence of Learning Strategies in The Learning of ESL

The influence of learning strategies and the environment on Chinese L3 English learners' motivation to learn phonetic symbols: The mediating role of self-efficacy.

Previous studies have established a relationship between Chinese L3 English learners' learning strategies, environment, self-efficacy, and motivation. However, limited research has examined these interconnections concerning Chinese L3 learners' phonetic symbol learning (PSL), and it is hard to determine the extent or manner in which the aforementioned factors have an impact on the motivation toward PSL and their interactions among Chinese L3 English learners according to existing related studies. Structural equation modeling (SEM) can be utilized to tackle this question given its advantages in analyzing various factors in language learning motivation based on specific theories. This study, therefore, aims to investigate the direct and indirect effects of learning strategies and learning environment on the motivation towards PSL among Chinese L3 English learners and offer some pedagogical advice to teachers in Chinese L3 English instruction. To achieve this, a PSL Motivation Scale was developed, using data collected from 45 minority college students and analyzed via SEM. The results revealed that learning strategies and learning environment have direct impacts on the motivation towards PSL among Chinese L3 English learners, as well as indirect impacts on motivation through the mediation of self-efficacy. This study may provide a methodological and pedagogical reference for English pronunciation teaching in China and other contexts that we can stimulate students' motivation toward PSL either directly or through the mediating effect of self-efficacy.

The Influence of Learning Strategies and Coordination Ability on Soccer Dribbling Skills

Based on the observations of researchers in the field, it can be seen that the football dribbling skills of Guguk Malintang Junior SSB students are still low. It is suspected that the learning strategies used by trainers are still less effective and also less attention is paid to students' coordination abilities. This study aims to determine the effect of cooperative learning strategies, inquiry learning strategies and coordination skills on soccer dribbling skills. This type of research is quasi-experimental. The population of this study were all 32 students of SSB Guguk Malintang Jumior who were registered at SSB. The sampling technique in this study used total sampling, so the sample in this study was 32 people. The instruments used in this study were the Körperkoordinationstest Für Kinder (KTK) test and the dribbling skill test. Data were analyzed using two way analysis of variance (ANOVA) and followed by a T-test. The results of the data analysis show that: (1) Overall, the football dribbling skills of Guguk Malintang Junior SSB students. those who were taught through the cooperative strategy had better results than the group of students who were taught through the inquiry strategy (Fcount = 2.515 Ftable = 2.048).(2) Overall there is a difference in the results of the treatment of football dribbling skills between groups of students who have high coordination abilities and students who have low coordination skills are accepted, because the calculation results show that Fcount = 28.18 Ftable = 4.20. (3) There is an interaction between the learning strategy and the ability to coordinate the soccer dribbling skills of Guguk Malintang Junior SSB students (Fcount =10.68 Ftable = 4.20).(4) In the group of students who have high coordination skills who are taught through a cooperative strategy the results are better than the group of students who are taught through an inquiry strategy(Qh=9.393 Q = 2.145).(5) In the group of students who have low coordination skills who are taught through cooperative strategies the results are better than the group of students who are taught through inquiry strategies(Qn = 0.530 Qt = 2.145).

Inquiry, Expository and Motivation Learning Strategies on Pancasila and Civic Education Subjects Outcomes

This research was carried out regarding the of Pancasila and civic education factuality subject outcomes or also called as PPKn is low, especially in class VII students due to the selection of inappropriate learning strategies. By choosing the right learning strategy, it is hoped that it will be able to provide understanding and interest in students so that learning motivation arises. This research to explain : 1) differences in PPKn subject outcomes for groups of students who were taught using inquiry and expository learning strategies, 2) differences in PPKn subject outcomes for groups of students who had high and low learning motivation, and 3). learning motivation in influencing PPKn subject outcomes. This research was conducted at SMP Negeri 3 Pulau Rakyat with a sample of class VII. The method used in this study is an experimental research method. The research design uses a 2x2 factorial design. There were two classes in this study, namely the experimental class with students in class VII-1 and the control class with students in class VII-4. The data collected are PPKn subject outcomes data and class VII students' learning motivation data. The results showed that 1) there was an influence of learning strategies in influencing PPKn subject outcomes with F count 58.775, 2) There was an influence of learning motivation in influencing PPKn subject outcomes with F count 92.04, and 3) there were interactions in learning strategies and learning motivation in affect learning outcomes PPKn with F count 4.09.

Pengaruh Strategi Pembelajaran, Gaya Belajar, Disiplin Belajar, Lingkungan Keluarga Dan Fasilitas Belajar Di Sekolah Terhadap Prestasi Belajar Mata Pelajaran Ekonomi Kelas Xi Ips Di Sman 1 Sawahlunto

Abstrack This study aims to analyze: 1) the influence of learning strategies on economic learning achievement of class XI social studies at SMA N 1 Sawahlunto, 2) the influence of learning styles on the achievement of learning economics class XI social studies at SMA N 1 Sawahlunto, 3) the influence of learning discipline on economic learning achievements of class XI social studies at SMA N 1 Sawahlunto, 4) the influence of the family environment on the achievement of learning economics class XI social studies at SMA N 1 Sawahlunto, 5) the influence of learning facilities on the achievement of learning economics class XI social studies at SMA N 1 Sawahlunto.This type of research is descriptive and associative. The population in this study was all students of class XI social studies at SMA N 1 Sawahlunto The sample was 51 people with a sampling technique in the form of proportional random sampling with the Slovin formula. The instruments used for this study were in the form of a closed questionnaire with multiple linear regression analysis tests and hypothesesy tests with t testsThe results of the study were (1) Based on the research, the results of learning strategies (X1) affected student learning achievement (Y) with a learning strategy regression coefficient value of 0.152 and a calculated value of 2.533> ttabel of 1.679 while the significance value of 0.015<005, means that Ha was accepted and H0 was rejected. (2) Based on the study, the results of the learning style (X2) affected student learning achievement (Y) with a learning style regression coefficient value of 0.237 and a calculated value of 2.943> ttabel of 1.679 while the significance value of 0.005<0.05, means that Ha was accepted and H0 was rejected. (3) Based on research, the results of learning discipline (X3) have an effect on student learning achievement (Y) with a learning discipline regression coefficient value of 0.098 and a calculated value of 2.071.071.> ttabel of 1.679 while the significance value of 0.044<005, means that Ha is accepted and H0 is rejected. . (4) Based on the research obtained, the results of the family environment (X4) affect student learning achievement (Y) with a family environment regression coefficient value of 0.096 and a calculated value of 2.302> ttabel of 1.679 while the significance value of 0.026<0.05, means ha is accepted and H0 is rejected. (5) Based on the research obtained, the results of learning facilities in schools (X5) affect student learning achievement (Y) with a regression coefficient value of learning facilities in schools of 0.080 and a calculated value of 2.090> ttabel of 1.679 while the significance value of 0.042<005, means ha is accepted and H0 is rejected. Keywords: Learning Strategies, Learning Styles, Learning Disciplines, Family Environment, Learning Facilities In Schools Towards Student Learning Achievement.

THE EFFECT OF LABORATORY-BASED LEARNING STRATEGIES AND MATHEMATIC LOGICAL INTELLIGENCE ON LEARNING OUTCOMES OF LINEAR ALGEBRA COURSES

This study aims to: (1) analyze the difference in the mean difference that laboratory-based learning is better than the RME (Realistic Mathematics Education) learning strategy and DL (Direct Learning) learning strategy. Methods This research uses quantitative research with experimental methods is 3×2 factorial with three levels of qualification of independent variables: laboratory-based learning strategies, Realistic Mathematics Education (RME) learning strategies, and Direct Instruction (DI) strategies. The results of this research are Differences in learning outcomes for linear algebra courses between students who are taught using laboratory-based learning strategies and students who are trained using DL (Direct Learning) learning strategies, and those prepared using RME (Realistic Mathematics Education) learning strategies. The average difference value (mean difference) that laboratory-based learning is better than the RME (Realistic Mathematics Education) learning strategy and DL (Direct Learning) learning strategy. Linear Jabar on students with high and low mathematical and logical intelligence. This is in line with the explanation that knowledgeable people will more readily accept or understand lessons. There is an interaction between learning strategies and logical-mathematical intelligence on linear algebra learning outcomes. Based on the study results, it is explained that the collaboration between learning strategies and logical-mathematical intelligence is a form of interaction or influence of learning strategies on learning outcomes of linear algebra courses on mathematical, logical intelligence, or vice versa.

AJARAN TAUHID ITU PENTING

This study aims to determine and describe: (1) the effect of implementing learning strategies on the learning outcomes of Qur'an Hadith students at Madrasah Tsanawiyah Darul Aman Medan, (2) the effect of interest in learning on learning outcomes of Qur'an Hadith students at Madrasah Tsanawiyah Darul Aman Medan and (3) the interaction between learning strategies and interest in learning on the learning outcomes of the Qur'an Hadith students of Madrasah Tsanawiyah Darul Aman Medan. The method used in this research is a quasi-experimental method. The research population was all students of class VIII Madrasah Tsanawiyah Darul Aman Medan, which consisted of 4 classes. The results of the study indicate that: (1) There is an influence of learning strategies on the learning outcomes of the Qur'an Hadith students of MTs Darul Aman Medan. by obtaining the value of Fcount (34.20) > Ftable (3.97) with dk (1.72) and the level of significance = 0.05. (2) There is an influence of interest in learning on the learning outcomes of the Qur'an Hadith students of MTs Darul Aman Medan, by obtaining a value of Fcount (4.16) > Ftable (3.97) with dk (1.72) and the real level = 0.05. (3) There is an interaction between learning strategies and interest in learning. This is evidenced by statistical tests that Fcount (10.02) > Ftable (3.97) with dk (1.72) and the level of significance = 0.05

Influence Of Learning Strategy And Independence Learning On The Learning Outcomes of Islamic Education

In applied learning, it can be seen that there are differences in students' abilities in absorbing teaching materials from the teacher. So there needs to be a strategy to overcome independence in student learning. This study aims to determine and describe: (1) the effect of the implementation of learning strategies on learning outcomes of Islamic Education, (2) the effect of learning independence on Islamic s Education learning outcomes, and (3) the influence of learning strategies and learning independence on learning outcomes Islamic education. The population of this study was all students of class V Al-Hijrah Deli Serdang consisting of 3 classes. Based on the cluster Random sampling technique. The research instrument is a test used to obtain learning outcomes data and a questionnaire to obtain student learning independence data. The analysis technique is an analysis of variance. The results showed: (1) the average Islamic Education learning outcomes of students taught with the CIRC learning strategy were higher than the average Islamic Education learning outcomes of students taught with expository learning strategies, (2) the average Islamic Education learning outcomes of students with high learning independence are higher than learning outcomes of students with low learning independence and (3) there is an interaction between learning strategies and learning independence.

LEARNING STRATEGIES AND SCIENCE ACHIEVEMENT OF FIRST-YEAR STUDENTS AT VOCATIONAL COLLEGES

The level of first year students’ science achievement at Malaysian vocational colleges in general is low. Although various variables have been associated with science achievement, research on the influence of learning strategies on students' science achievement in vocational colleges is still limited. Therefore, a total of 265 first-year students (aged 16 years) in seven vocational colleges in Sabah were sampled using cross-sectional survey research design. Two research survey instruments were used: 1) Learning and Study Strategies Inventory to measure learning strategies; and 2) Science Achievement Test to measure science achievement. Based on the findings, it was revealed that the level of learning strategies for Skill and Self-Regulation was moderate, while for Will was high. The overall level of science achievement was low. There was also no significant gender difference in all of learning strategies’ constructs except for Self-Regulation, while there was a significant difference in the level of science achievement based on learning strategies. Science achievement was discovered to be related and influenced significantly by the Self-Regulation construct of learning strategies. It is suggested that vocational college students to improve their Self-Regulation so that they could attain the desired science achievement. The findings show that it is important for teachers to identify students’ learning strategies so that appropriate teaching methods can be planned and implemented to improve their achievement in science.

Gender Differences in Academic Self-Concept among Standard Seven Pupils Using Learning Strategies in the Use of Information Communication Technology in Bungoma County, Kenya

Despite introduction of Information Communication Technology in schools by Government of Kenya, minimal research has been done on influence of learning strategies in information communication technology use on academic self-concept of pupils. Academic self-concept has a reciprocal relationship with academic achievement. Poor trends in academic achievement are associated with pupils’ low academic self-concept as an outcome of continued use of traditional learning strategies. This may be alleviated by use of information communication technology in the learning process. The purpose of the present study was therefore to investigate gender differences in academic self-concept among pupils using learning strategies in the use of information communication technology. Multimedia Learning Theory, Collaborative Learning Theory and the Self Theory of Personality Development formed the theoretical framework of the study. A causal comparative ex post facto research design was used. The study employed mixed methods research by integrating qualitative and quantitative research. The study was done in Bungoma County. The target population was Standard Seven pupils in public primary schools in Bungoma County. A sample of 375 pupils was involved. Purposive sampling was used to select schools with computer program as treatment group and simple random sampling for schools using traditional learning strategies as comparison group. Independent and dependent variables were learning strategies and academic self-concept (measured in 3 dimensions) respectively. Data was collected through an adapted questionnaire with Academic Self-concept Scale and Learning Strategy Rating Scale for learning strategies. Oral interviews and non-participant overt observations were used to collect qualitative data from pupils and teachers who handled learners in the laptop computer programs. The reliability and validity of the instruments was established through a pilot study in 2 sampled schools which were not included in the main study. Data management and analysis was done using both inferential and descriptive statistics using Statistical Package for Social Sciences program. Pearson product moment correlation and t-test were used for inferential statistics. Results showed that there were no significant gender differences in academic self-concept among pupils using traditional learning strategies and those using learning strategies in the use of ICT (t=1.151, t=1.03,-1.494 df=168.191, 182.979 and 165.341, p> 0.05 and (t= 1.422, -0.178 and 0.386, df=178.3 94,180.903 and 175.616, p> 0.05) for treatment and comparison groups respectively. Recommendations for adoption of learning strategies in information communication technology use in classroom teaching and learning, policy development in education and curriculum development were made. Further research using pre-test and post-test experimental design with control group using samples at other levels of education and on individual subject academic self-concept was recommended.

Influence of Use of Learning Strategies in Information Communication Technology on Standard Seven Pupils’ Academic Self-Concept in Bungoma County, Kenya

Despite introduction of Information Communication Technology in schools by Government of Kenya, minimal research has been done on influence of learning strategies in information communication technology use on academic self-concept of pupils. Poor trends in academic achievement are associated with pupils’ low academic self-concept as an outcome of continued use of traditional learning strategies. The purpose of the present study was therefore to investigate the influence of learning strategies in the use of information communication technology on pupils’ academic self-concept. Multimedia Learning Theory, Collaborative Learning Theory and the Self Theory of Personality Development formed the theoretical framework of the study. A causal comparative ex post facto research design was used. The study employed mixed methods research by integrating qualitative and quantitative research. The study was done in Bungoma County. The target population was Standard Seven pupils in public primary schools in Bungoma County. A sample of 375 pupils was involved. Purposive sampling was used to select schools with computer program as treatment group and simple random sampling for schools using traditional learning strategies as comparison group. Independent and dependent variables were learning strategies and academic self-concept respectively. Data was collected through an adapted questionnaire with Academic Self-concept Scale and Learning Strategy Rating Scale for learning strategies. Oral interviews and non-participant overt observations were used to collect qualitative data from pupils and teachers who handled learners in the laptop computer programs. The reliability and validity of the instruments was established through a pilot study in 2 sampled schools which were not included in the main study. Data management and analysis was done using both inferential and descriptive statistics using Statistical Package for Social Sciences program. Pearson product moment correlation and t-test were used for inferential statistics. Results showed that significant differences in academic self-concept existed between pupils using traditional learning strategies and those using learning strategies in the use of ICT (t = 3.990, df = 238, p< 0.05), (t= 4.256, df = 238, p< 0.05) and (t= 2.014 df=251, p<0.05). Apart from Individual Learning Strategy in the use of computer, Child-to-Child and Child-teacher learning strategies were found to have significant relationships with academic self-concept [r(186)= 0.300, 0.275 and 0.311, p< 0.05]. Recommendations for adoption of learning strategies in information communication technology use in classroom teaching and learning, policy development in education and curriculum development were made. Further research using pre-test and post-test experimental design with control group using samples at other levels of education and on individual subject academic self-concept was recommended.

Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic

Background: Based on the control-value theory (CVT), learning strategies and academic emotions are closely related to learning achievement, and have been considered as important factors influencing student's learning satisfaction and learning performance in the online learning context. However, only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction.Methods: The participants were 363 pre-service teachers in China, and we used structural equation modeling (SEM) to analyze the mediating and moderating effects of the data.Results: The main findings of the current study showed that learning strategies influence students' online learning satisfaction through academic emotions. The interaction between learning strategies and behavioral engagement was also an important factor influencing online learning satisfaction.Conclusions: We explored the internal mechanism and boundary conditions of how learning strategies influenced learning satisfaction to provide intellectual guarantee and theoretical support for the online teaching design and online learning platform. This study provides theoretical contributions to the CVT and practical value for massive open online courses (MOOCs), flipped classrooms and blended learning in the future.

The Influence of Learning Strategies and Achievement Motivation on Learning Outcomes of Understanding Sociological Concepts at SMA Negeri 1 Masohi, Central Maluku Regency

This study aims to (1) examine the differences in learning outcomes of understanding sociological concepts between groups of students who are taught withlearning strategies expository and learning strategy Problem based learning (2) Testing the difference in learning outcomes of understanding the concept of sociology between groups of students who have high and low achievement motivation (3) Testing the significance of the interaction between learning strategies and achievement motivation on learning outcomes of understanding the concept of sociology. The method used is a quasi-experimental design with a 2 x 2 factorial. This study concludes that the first. there is a significant difference in learning outcomes of understanding sociological concepts between groups of students who are taught with problem based learning learning strategies andlearning strategies expository as evidenced by the average problem based learning learning strategy is = 81 and the averagelearning strategy expository = 70 while F testcount = 113.48 > 4.02 Ftable at the confidence level = 0.05. Second. There is a significant difference in learning outcomes of sociology concepts between groups of students who have high and low achievement motivation as evidenced by the average learning outcomes of high achievement motivation groups = 76.59 and learning outcomes of understanding sociological concepts in students who have low achievement motivation is = 74.46. With the results of theF testcalculated = 4.36 > 4.02 Ftable at the confidence level = 0.05

Exploring the moderating effect of problem solving ability on the influence of learning strategies and motivation on interest level in distant cooperative learning activities

Exploring the moderating effect of problem solving ability on the influence of learning strategies and motivation on interest level in distant cooperative learning activities

Estrategias de aprendizaje de estudiantes universitarios como predictores de su rendimiento académico

INTRODUCCIÓN. Diversos investigadores han demostrado la existencia de una relación entre las estrategias de aprendizaje que utilizan los estudiantes y su rendimiento académico. Este artículo presenta los resultados de un estudio que ha tenido como objetivo identificar variables predictoras del rendimiento académico de estudiantes universitarios en el ámbito de las estrategias de aprendizaje. MÉTODO. Se ha utilizado el test MSLQ (Motivated Strategies for Learning Questionnaire) de Pintrich, Smith, García y McKeachie (1991) para identificar las estrategias de aprendizaje utilizadas por un grupo de estudiantes universitarios y examinar mediante un modelo de regresión múltiple su capacidad de predecir el rendimiento académico de los estudiantes. RESULTADOS. Se ha obtenido un modelo de regresión lineal que ha identificado estrategias de aprendizaje utilizadas por los estudiantes que actúan como predictores de su rendimiento académico (R2 ajustado=.30). Las principales estrategias de aprendizaje que poseen carácter predictivo para el rendimiento académico pertenecen a las áreas de manejo del tiempo y el ambiente de estudio, regulación del esfuerzo y estrategias de elaboración. DISCUSIÓN. El estudio ha obtenido evidencia empírica acerca del carácter predictivo que las estrategias de aprendizaje tienen respecto del rendimiento académico de estudiantes universitarios. Estos resultados confirman los antecedentes existentes sobre la influencia de las estrategias de aprendizaje sobre el rendimiento académico. El estudio además entrega evidencia sobre la utilidad del test MSLQ de Pintrich et al. (1991) para el estudio de la relación entre estrategias de aprendizaje y rendimiento académico en estudiantes universitarios. En síntesis, las estrategias de aprendizaje que utilizan los estudiantes universitarios son predictores de su rendimiento académico, resultado que debería ser utilizado por las autoridades universitarias para orientar el diseño de políticas y estrategias educativas para el logro de mejores aprendizajes.

The Influence of Learning Strategies and Learning Motivation against Islamic Fikih Students Learning Results in MIN 2 Labuhanbatu

The purpose of this study was to determine and describe: (1) the effect of the application of learning strategies on the learning outcomes of Islamic Fikih, (2) the influence of learning motivation on the learning outcomes of Islamic Fikih, and (3) the interaction between strategies learning and learning motivation towards the learning outcomes of Islamic Fikih. The method used in this study is a quasi-experimental method. The study population was all students of class VI MIN 2 Labuhanbatu consisting of 3 classes. The sampling technique used was cluster random sampling, in which one group of classes was conducted using collaborative learning and the other class was conducted competitive learning. Data collection techniques used are lift and learning outcomes tests. The data analysis technique used is two-way analysis of variance. The research findings show: (1) there is an influence of learning strategies on fiqh learning outcomes. In this case the average learning outcomes of Islamic Fikih taught with collaborative learning strategies are higher than the average learning outcomes of Islamic Fikih taught with competitive learning strategies, (2) there is an influence of learning motivation on learning outcomes of Fikih. In this case, the average learning outcomes of Islamic Fikih with higher learning motivation is higher than the average learning outcomes of Fikih with low learning motivation, and (3) there is an interaction effect between learning strategies with learning motivation, where students with high learning motivation are more precisely taught using collaborative learning strategies, while students with low learning motivation are more precisely taught with competitive learning strategies.

Discussion and Think-Pair-Share Strategies on the Enhancement of EFL Students’ Speaking Skill: Does Critical Thinking Matter?

Previous research has underscored the importance of learning strategies and critical thinking. However, the relationship between both constructs toward the enhancement of the students’ speaking skills in EFL context still receives scant attention. Therefore, this study aims to investigate the influence of learning strategies (i.e. Discussion Strategy and Think-Pair-Share Strategy/TPS) mediated by critical thinking on the speaking skill of the Department of English Education students at a private university in Cirebon. The subject of this research consisted of 60 students divided into two classes (N=30 for experimental class and N=30 for control class). This study employed an experimental research design with a 2X2 factorial design. The findings demonstrated that English speaking skill of the students with Discussion Strategy was higher than those with the TPS strategy. Second, the English speaking skill of the students with high critical thinking level was higher than those with low critical thinking level. Third, there was a relationship between learning strategy and critical thinking toward English speaking skill. Fourth, there was no significant difference between the students’ speaking skills with Discussion strategy than those with Think-Pair-Share strategies in the group of students with low critical thinking level. This study concludes with the recommendations for future research to examine the effectiveness of discussion and think-pair-share strategies on enhancing the students’ critical thinking skills to promote their speaking skills.

The Influence of Learning Strategies on the Mathematics Achievement of Students as It Relates to School Factors

DOI : 10.7176/JEP/10-13-06 Publication date :May 31 st 2019 Introduction Mathematics is usually seen as the language of science and technology. Without doubt, it is the bedrock for technological advancement of any country and a requirement for effective study of other school subjects in areas like numbers and numeration, variation, graphs, fractions, equations and also in volume. Hence, it was made compulsory for all students from Basic Education up until senior secondary school level. In spite of its importance, the performance of students in the subject has been a great concern to the society as poor performance is obtained year after year in the subject by students. For example, Zalmon and Wonu (2017) shown the percentage performance of students from year 2010 to year 2016 in Mathematics for grade levels A 1 -C 6 as follows; 33.55%, 38.93%, 49.00%, 36.00%, 31.30%, 34.18% and 38.68% for 2010, 2011, 2012, 2013, 2014, 2015, 2016 respectively. Mathematics is expected to be well learned by students due to its importance but it is a subject most students find difficult to learn effectively. To effectively learn the subject, Mathematical intelligence is a tool that must be possessed by the students. Gardner (2001) in Elmore (2002) identified logical/Mathematical intelligence as one of the eight (or more) intelligences that people have and that people vary considerably in the innate levels of Mathematical intelligence that they are born with. Elmore (2002) noted that a certain amount of Mathematics knowledge and skill is innate - genetic in origin. Elmore (2002) was of the view that Mathematics learning is based on natural endowment (nature) and environmental influences (nurture). He however stressed that Mathematics knowledge and skills come from excessive learning by engaging part of the brain to learn Mathematics content the brain was not naturally designed to learn being that the brain can greatly accommodate large contents of information or knowledge. Two basic factors that enhance Mathematical knowledge, skills, and interest are genetic makeup of the individual and environment they grow up. The two factors help to shape the level of Mathematical skills that the individual student can acquire. Therefore, for Mathematics to be effectively learned, various methods have to be employed by all stakeholders to arrest the interest of students (Elmore, 2002). Thus, deliberate and dedication in the learning of Mathematics can go a long way to enhance better understanding of the subject. This is because learning involves strengthening correct responses and weakening incorrect responses as well as making sense of the presented material by attending to relevant information, mentally reorganizing it and connecting it with what is already known (Clark & Mayer in Malamed, 2019).